Parental mediation

Kirwil, Lucyna; Garmendia, Maialen; Garitaonandía, Carmelo; Fernández, Gemma Martínez

doi:10.46692/9781847427342.016

Cited by 2 publications

(3 citation statements)

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“…For all countries, it holds that digital inclusion implies the acquisition of digital skills and the development of a broad array of online practices. Differences in the development of digital skills between countries may be related to economic differences (Norris, 2001), cultural contexts (Kirwil, Garmendia, Garitaonandia, & Fernandez, 2009), the type of welfare state (Esping-Andersen, 1990), and the related level of internet regulation. Since there is wide variation between countries on these factors, we expect to find country differences in the level of digital skills and possibly also in the relationships between skills and online risks experienced by children.…”

Section: Skill Inequalitiesmentioning

confidence: 99%

How The Internet Skills Of European 11- To 16-Year-Olds Mediate Between Online Risk And Harm

Sonck¹,

Haan²

2013

Journal of Children and Media

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Not all children who use the internet will experience harm from the online risks they encounter. One of the factors that might moderate the relationship between risk and harm is children's internet skills. As there has been little research on this topic, this article examines the influence of internet skills on the prevalence of online risks and the degree to which 11-to 16-year-olds experience being harmed by these risks, using data from the EU Kids Online project. The findings suggest that, whilst older children (aged 13 -16) are exposed to more online risks, younger children (11 -12) report more often being harmed by these risks. After controlling for differences between children due to demographics and internet experience, as well as country differences (using multilevel analysis), the findings reveal that children with more self-reported internet skills experience more risks online. Such skills do not seem to contribute much to differences in being harmed by online risks. KEYWORDS digital skills; online risks; harm; children; internet experience; multilevel analysis Most European teenagers have access to the internet and use it regularly for various activities, such as schoolwork, entertainment, information-seeking, and communication (Hasebrink, Livingstone, Haddon, & O ´lafsson, 2009). Young people today are taking their first steps into the virtual world at an ever younger age, which generally leads to positive educational experiences, but children using the internet might also be exposed to risks, which can sometimes produce harm. For example, children can easily get to know new people online, with whom they may subsequently arrange a personal meeting offline. Not all these meetings will go wrong, but they do carry the chance (i.e. risk) that something might happen, which children may experience negatively (i.e. being harmed).By acquiring and improving skills, children could learn to avoid negative consequences from using the internet. As part of the broader concept of digital literacy (see Sonck, Kuiper, & de Haan, 2012), internet skills are multifaceted. They encompass several dimensions related to the technology of computers and the internet, as well as to the use and evaluation of information online (Gui & Argentin, 2011;Steyaert, 2000; van Deursen, 2010). Additionally, internet skills contain a social component relating to online safety in interpersonal communication, and a creative component relating to production knowledge and abilities (De Haan, Kuiper, & Pijpers, 2010). Previous studies have shown that digital skills are unevenly distributed not only amongst the general public, but also amongst young people who have grown up with the technology, and who are generally considered as highly skilled (

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Section: Skill Inequalitiesmentioning

confidence: 99%

How The Internet Skills Of European 11- To 16-Year-Olds Mediate Between Online Risk And Harm

Sonck¹,

Haan²

2013

Journal of Children and Media

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“…En el contexto español, un 51% de los adolescentes señalan que los padres limitan su uso de internet, y un 47,9% controlan su teléfono móvil . Aunque la mayoría de padres prefieren una mediación activa a la restrictiva o tecnológica (Martínez et al, 2020), la restrictiva parece ser la más eficiente (Kirwil et al, 2009). En nuestro caso, encontramos una vinculación entre el nivel de restricción y el uso problemático de WhatsApp, es decir a menos restricción (por ejemplo, dormir con el móvil) más probabilidades de reportar un uso problemático de WhatsApp, sin poder valorar la causalidad.…”

Section: Discussionunclassified

“…De todas ellas, algunos estudios sugieren que la más efectiva es la restrictiva (Kirwil, Garmendia, Garitaonandia y Martínez Fernández, 2009). En esta línea, en un estudio con más de 40.000 adolescentes un 51,1% de ellos reportó que sus padres limitaban su uso de internet, y un 47,9% el uso de su teléfono móvil (Golpe Ferreiro et al, 2017).…”

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Uso problemático de WhatsApp entre adolescentes: ¿Qué papel educativo juegan los padres y las madres?

Grau‐Grau¹,

Gallego-Jiménez²,

Otero³

2023

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Parental mediation

Cited by 2 publications

References 0 publications

How The Internet Skills Of European 11- To 16-Year-Olds Mediate Between Online Risk And Harm

How The Internet Skills Of European 11- To 16-Year-Olds Mediate Between Online Risk And Harm

Uso problemático de WhatsApp entre adolescentes: ¿Qué papel educativo juegan los padres y las madres?

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